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To build confidence to engage in conversation it is crucial to motivate and reduce anxiety in EFL learners. This case study will focus on analyzing students’ per-ceived anxiety, its effect on their motivation to speak English, and suggest strate-gies to decrease anxiety while increasing motivation. Research data consisted of a Google form survey, self-reflection questionnaire, and one-on-one interviews. Surveys were given as a Google form on the students’ phones, consisting of 46 students taking a mandatory weekly English Conversation course in the second semester of 2019 at a South Korean university. To identify the impact on the stu-dents’ conversational anxiety and motivation, the qualitative study method was utilized. In the pre/post questionnaire some significant changes were found in both anxiety and motivation. The questions were designed to be self-reflective leading to more honest answers. The findings show focused activities requiring longer re-sponses lowered students’ anxiety and increased motivation to speak. Lack of mo-tivation changed little from beginning to end, from the questionnaire data, sug-gesting students’ prior experience provided the framework. Exposure to criticism from peers, who are not in the common friend circle, challenges the short-term fear barrier and is not related to English per se.
In the context of English as a foreign language (EFL) education, native-English-speaking teachers (NESTs) have long been considered more valuable than non-native-English-speaking teachers (NNESTs). As a growing number of people around the world are becoming English learners, however, NNESTs now outnumber NESTs. This fact calls for greater attention to how the two groups of language instructors are perceived and what they actually bring to the EFL language classroom. This study examines how the predominance of NESTs in Korean EFL contexts affects Korean EFL learners and Korean college education. Grouping students according to change in their TOEIC scores over one semester (increase, decrease, no change), the study investigates the influence of NNESTs versus NESTs on (1) their students’ academic sincerity and (2) their students’ academic achievement. The study finds no meaningful difference between NNESTs’ and NESTs’ students in academic sincerity or achievement, which suggests that English teachers’ status as native or non-native speakers is irrelevant. It concludes that such labeling is no indication of the quality of language education provided by these groups.
This paper explored the effect of an integrative task on speaking performances of Korean EFL learners by shedding light on relationships between reading, writing and speaking. Fifty-one freshmen of college enrolled in a required class participated in this study. Over a treatment period of 14 weeks, the experimental group were provided with writing basic skills and writing tasks connected to reading. Meanwhile, the students of the control group were given journal articles for reading and practice exercises for comprehension. A pre and posttest, which consisted of three questions including describing, narrating, and problem-solving speaking tasks, and survey were administered and t-test was utilized for the analysis. As a result, the students who were involved in the integrative task showed significant differences in improvement of their L2 speaking proficiency. Both high and low level students in the treatment group also benefited from the integrative tasks in terms of speaking proficiencies. In addition, the analyses of the survey revealed that the students of the experimental group perceived the integrative tasks as a useful tool for enhancing speaking proficiency of L2. The findings imply that writing, reading and speaking are co-related and the integrative tasks can lead to promote L2 speaking ability.
Celce-Murcia & Larsen-Freeman (1999) and Cowan (2013) pointing out that IL (interlanguage) learners have difficulty in coupling dative verbs with their structural patterns. In response to this problem, this study analyzes dative verbs in terms of c-selection and s-selection proposed by Fromkin, Rodman and Hyams (2014). The analysis shows that dative verbs have [+transfer] semantic feature which consists of [Agent], [Theme], [Goal]/[Benefactive] semantic roles, and they can be divided into transitive datives (e.g. explain, fix) and ditransitive datives (e.g. give, buy). The former can be realized as what we call the preposition pattern (i.e., S+V+DO+to/for+IO) not as what we call the dative movement pattern (i.e., S+V+IO+DO). The latter can be realized as the two patterns and the one of the two can be preferred in terms of the end-focus and the end-weight principle. In a sense, the analysis may be a ‘linguistic intuition’ to the dative verbs. Thus, the IL learners can develop this intuition in acquiring the dative verbs, hence minimizing the frequency of the errors prone to occur in the process of acquiring the verbs.
The purpose of this study is to investigate the effects of integrated English reading and writing classes using flipped learning on Korean university students’ self-directed learning ability. The research was implemented for 15 weeks with 113 Korean university students. Fifty-seven of them took integrated English reading and writing classes using flipped learning as an experimental group and the others took integrated English reading and writing classes traditionally as a control group. The results were as follows. First, the experimental group showed more improvement in their self-directed learning ability than the control group, which showed a statistical difference between the both. This suggested that integrated English reading and writing using flipped learning was effective in learners self-directed learning ability. Second, the experimental group showed more improvement in all of the seven factors of their self-directed learning through flipped learning, which showed a statistical difference between pre- and post-test. Therefore, it is concluded that integrated English reading and writing classes using flipped learning can be effective in learner s self-directed learning abilities. Based on the study, some guidelines for effective English classes were suggested.
The purpose of the study is to investigate the relationships between the duties of flight attendants and the education in the English department. The research participants were four flight attendants who graduated from the English department. This study was conducted in accordance with the hermeneutic research approach. So, the data were collected through conversation (interviews) with the research participants and analyzed to investigate the relevance between the duties of flight attendants and the courses taught at the department of English. The main arguments discussed in this paper are that, first, English expressions related to air cabin service work can be made practical and improved in the direction pursued by the specific purpose English (ESP). Next, it was discussed that the ability of flight attendants to communicate in English relates with socio-linguistic, discourse, and strategic ability in addition to specific formulaic expressions mainly used in cabin service business. Finally, it was discussed that there are many courses such as lexis, pragmatics, and global culture of politeness that can be dealt with in the department of English than in business administration and tourism.
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